FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 1 YEAR LEVEL: Pre- LEARNING AREA/TOPIC: Health

Wk 8 Primary Emotions/Feelings

EYLF a) b) Learning c) Intentional d) Learning e) Assessment f) Cultural g) Continuity of h) Holistic

PRACTICES Responsiveness through play teaching environments for learning competence learning & approaches
to children transitions
PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & 4. Respect for diversity 5. Ongoing learning &
reciprocal relationships equity reflective practice
OUTCOMES 1.Children have a strong 2.Children are connected 3.Children have a strong 4.Children are confident 5.Children are effective
sense of identity with and contribute to sense of wellbeing and involved learners communicators
their world
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australias engagement with Asia Sustainability
Cultures

WEEK EYLF AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURC
/ CURRICULUM LESSON (what & how) EXPERIENCES QUESTIONS ES
LESS LINKS OBJECTIVE (include learner diversity)
ON
WK 8 Pri Out Pra Health and 1. Identify and
8.30a Physical describe the Introduction/motivation: How do you
m Education: emotions of 1. Play animated short film: think Chille https://www.
Identify and people who Runaway on youtube in order felt when he youtube.co
describe are happy, to motivate and involve thought m/watch?
emotional sad, excited, students. Children are able to Stanley was v=1JMYRE
responses tired, angry, identify an array of emotions replacing him Howos
people may scared or that are present within the film with a new
experience in confused. such as: sad, worried, rejected, fridge?
different 2. Recalling
embarrassed, happy.
situations and sharing
What
(ACPPS005) 2. Read story book: My feelings. emotion do
emotional
To remind and teach students a you think
responses to
range of different emotions that Stanley felt
different
 situations humans feel and how to deal when he My Feelings
and with them. discovered by ..
representing Chille was
this in a 3. Split students up into even gone?
variety of groups and progress to activities
5. ways How do
Activity 1: Puppet Emotions you think
1. Get the students to place their Chille felt
hand in the lucky dip and pick when he saw
out one emotion card. the brand
2. Explain to the students that they new shiny Materials:
are to each make a popstick fridges?
- 1 x pop
puppet which reflects their lucky
5. b) Anecdotal notes stick per
of students who dip emotion. (Show pre- What
e) child
are confident in prepared example of the tired emotion do
describing their - 1 x precut
pop stick puppet) you think
allocated circle
3. Introduce students to popplet Chille and
emotion, and
iPad application and how to use Stanley felt - Range of
note any coloured
students who it when they
are not 4. Get students to take a photo of reunited? markers
contributing their emotion puppet and to ---------------- - 1x glue
when asked upload it to the popplet ---- stick per
and ensure child
application What was
they are closely
5. Students are to record their your - 1 x lucky
observed and
encouraged voice whilst they explain what favourite dip bag
throughout the emotion their puppet is and what emotion and - 5 x pre cut
remainder of they do when they feel that way why? emotion
the lesson. e.g. Im Mr Happy, when I am Can anyone cards
happy I like to dance tell me a - 1 x iPad
6. Replay puppet animation for the story when ---------------
2. children to view and prepare they felt
3. students for next activity. excited?
4. ----------------
----
Have you
felt this
emotion
before, when
was it?
 ----------------
----Have
you used an
iPad before?

Activity 2: QR Code Hunt

1. Get the children to come and sit

in a group
2. Explain that we are going using
QR codes
3. Ask question and wait for
responses
4. QR codes are short for quick
response codes this codes look Do you
like this show picture of a know what a
code QR code
5. On our IPads there is an looks like
application called QR scanner and what it
that we can use to scan these is? QR code
codes example
Observational 6. Demonstrate how to use the
5 1, 3 Bb, e notes: application open the IPad, go
into the application, take a Ipads
Could the children picture of the QR code and show
correctly the children what it links to
categories 7. I have a group of QR codes on QR Reader
emotions? the table as a group we will Application
scan them and then collectively
sort them into different
emotions
Could the children 8. Once the children have QR codes
explain why they completed this, go through with hidden
put that QR code
the group each QR code, each around the
in that specific
time get a different student to classroom
scan the QR code
emotion
9. When the students say what
 emotion it is, ask them why they
think that.

10. Prepare the students for the next

activity

Activity 3: Using recording devices to

create own stories based on an emotion.
1. Introduce the activity to students.
2. Recap and model about what stories
are about by showing a book.
3. Explain to students about how it can
begin with Once upon a time.
4. Discuss with students and ask what
aspects they want to include to
create their story. Some ideas may
involve:
- Elements of a story (Beginning,
Middle and End) Why do you
- How many characters will be in think it
your story? should
- What emotions will the characters belong in that
feel? emotion?
- Will the characters emotion change
due to conflict in the Middle of the Have you
story? ever felt like
- Will your story end with a happy this?
resolution?

5. Ask students to discuss together

about their story.
6. To begin the activity, A3 sheets of
paper will be handed out to students
to briefly illustrate what their story
will be about.
 7. The teacher will demonstrate how to What do you
use the recording device. Also, think that
encouraging students to use person would
different sound effects and build feel like?
their story to be as interesting as it
can be. Why do you
8. Students will be asked to now use think they
the recording device to create their would feel
story. like that?

Activity 4: Kelsey
1. Students will be given a metal
detector each
2. The students will use their metal Do you think
detectors to search under the this person
fifteen pieces of card for five could feel
laminated sheets with different more than
scenarios on them. (some of the one feeling in
sheets will have a paper clip this situation?
under to trick the students)
3. Once all the scenarios are found What should
the students will come back this person
together as a group and discuss do in this
each scenario. situation?
4. They will then be given a variety
of different faces showing What would
different feelings. you do in a
5. The students work together as a situation like
group to decide what face suits this?
each scenario.
6. Discuss with the group, why the
1, 1, Holistic students chose the faces, and
approach work out any indecisiveness.
2, 3,
5 5 Observational 7. Explore the scenarios further by
Learning
through play notes: talking about how they would
feel in these situations and what
Intentional they would do.
teaching 8. Each students choses a scenario
Does the student
understand the and gets into partners to take a
Learning different photo of their faces of how they
environment
feelings? would feel if they were in that
s
situation.
Assessment Does the student 9. Once all photos are taken,
for learning understand students record their voices
different explaining the situation, how
scenarios where they would feel and why.
they would feel 10. All photos and voice recordings
different will be put on moviemaker to
feelings? make a group feelings book.

Is the student
confident in
understanding
the different
feelings?